problem solving in italiano curriculum

Come Inserire Esempi di Problem Solving nel CV

Nel mondo del lavoro moderno, la capacità di risolvere i problemi è diventata un requisito indispensabile per praticamente ogni posizione professionale. Da remoto o in ufficio, part-time o a tempo pieno, i datori di lavoro cercano sempre individui in grado di affrontare e superare sfide con creatività e determinazione.

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L'abilità di problem solving non riguarda solo la risoluzione di questioni tecniche, ma anche la gestione delle interazioni umane e la navigazione attraverso complesse dinamiche organizzative.

L'importanza del problem solving nel contesto lavorativo è palese. Le sfide aziendali possono sorgere in ogni momento e richiedono risposte immediate e efficaci, con competenze e skills adatte.

Dalla gestione di progetti complessi alle situazioni impreviste sul luogo di lavoro, coloro che dimostrano capacità di problem solving sono spesso visti come risorse preziose per le loro organizzazioni.

Tuttavia, non è sufficiente possedere questa abilità; è essenziale anche saperla comunicare in modo chiaro e convincente alle potenziali aziende. Ecco dove entra in gioco il curriculum vitae .

Pronti a rendere il vostro CV un riflesso autentico delle vostre abilità di problem solving? Continuate a leggere per scoprire come farlo al meglio.

Definizione e importanza del problem solving

Il concetto di problem solving, pur essendo un termine comune nel linguaggio aziendale, merita una chiara definizione per comprenderne appieno l'importanza nel contesto lavorativo. In parole semplici, il problem solving si riferisce alla capacità di individuare, analizzare e risolvere problemi in modo efficace ed efficiente.

Questi problemi possono essere di natura tecnica, organizzativa, interpersonale o strategica e richiedono un approccio logico, creativo e flessibile per essere affrontati con successo.

Nel mondo del lavoro odierno, caratterizzato da complessità e cambiamenti rapidi, il problem solving è diventato una competenza fondamentale per qualsiasi ruolo professionale.

Le soft skills, ovvero quelle competenze trasversali che vanno oltre le abilità tecniche specifiche, giocano un ruolo sempre più importante nel determinare il successo sul posto di lavoro. Tra queste, il problem solving occupa una posizione di rilievo.

I datori di lavoro cercano individui in grado di affrontare le sfide quotidiane con flessibilità e determinazione. La capacità di risolvere i problemi non solo consente di superare ostacoli imprevisti, ma anche di identificare opportunità di miglioramento e innovazione.

In un ambiente lavorativo in costante evoluzione, dove la digitalizzazione e la globalizzazione creano nuove sfide e opportunità, i professionisti in grado di adattarsi rapidamente e trovare soluzioni creative sono altamente valorizzati.

Oltre alla sua applicabilità pratica, il problem solving riveste un ruolo cruciale anche nelle dinamiche interne delle organizzazioni. La capacità di risolvere i problemi in modo collaborativo favorisce la costruzione di team coesi e la promozione di una cultura aziendale orientata al risultato.

Inoltre, dimostrare abilità di problem solving durante il processo di selezione può fare la differenza tra un candidato e un altro, evidenziando la capacità di affrontare sfide e fornendo evidenze concrete del proprio valore aggiunto per l'azienda.

In breve, il problem solving non è solo una competenza desiderabile, ma una necessità per chiunque voglia avere successo nel mondo del lavoro moderno.

La sua importanza trasversale, combinata con la sua capacità di migliorare l'efficacia individuale e organizzativa, lo rende un elemento chiave da evidenziare nel curriculum vitae .

Fasi della risoluzione dei problemi

Affrontare con successo una difficoltà richiede un approccio metodico e strutturato, composto da diverse fasi che guidano il processo decisionale.

Queste fasi forniscono un quadro chiaro su come individuare, analizzare e risolvere efficacemente un problema, sia esso di natura tecnica, operativa o relazionale.

Di seguito, esamineremo dettagliatamente le fasi coinvolte nella risoluzione dei problemi, integrate con esempi concreti per illustrare l'applicazione pratica di ciascuna fase in contesti lavorativi reali.

Identificazione del problema

La prima fase della risoluzione dei problemi consiste nell'identificare chiaramente la natura e l'origine della problematica. Questo richiede capacità di osservazione, analisi critica e comprensione del contesto in cui il problema si è verificato.

Ad esempio, un manager potrebbe dover affrontare la difficoltà di una diminuzione delle vendite in un determinato reparto. Identificare la difficoltà implica individuare le cause sottostanti, come cambiamenti nel mercato o problemi di gestione del personale.

Valutazione delle Soluzioni

Una volta identificata la problematica, è necessario esaminare attentamente le possibili soluzioni disponibili. Questa fase richiede pensiero creativo, valutazione delle opzioni e considerazione delle implicazioni a breve e lungo termine di ciascuna soluzione.

Ad esempio, nel caso della diminuzione delle vendite, il manager potrebbe valutare diverse strategie, come l'implementazione di una nuova campagna pubblicitaria, l'introduzione di sconti o la revisione delle politiche di pricing.

Decisione e attuazione del piano

La fase finale della risoluzione dei problemi comporta la selezione della soluzione migliore e l'attuazione di un piano d'azione per risolvere il problema. Questo richiede capacità decisionali solide, leadership e capacità di gestione del cambiamento.

Utilizzando l'esempio precedente, il manager potrebbe decidere di implementare una nuova campagna pubblicitaria e sviluppare un piano dettagliato per la sua esecuzione, compreso il coinvolgimento del team di marketing e la pianificazione delle risorse necessarie.

Esempi concreti di queste competenze nel curriculum

Identificazione del Problema: Un ingegnere software si trova di fronte a un malfunzionamento critico di un'applicazione. Identifica rapidamente che il problema è causato da un bug nel codice sorgente, che è stato introdotto durante l'ultima fase di sviluppo.

Valutazione delle Soluzioni: Dopo un'analisi approfondita del codice, l'ingegnere identifica diverse soluzioni possibili, tra cui la correzione del bug, il rollback alla versione precedente dell'applicazione o l'implementazione di una soluzione temporanea.

Decisione e Attuazione del Piano: Dopo aver valutato le opzioni, l'ingegnere decide di correggere il bug nel codice sorgente e sviluppa un piano per testare e implementare la correzione. Coordina con il team di sviluppo per garantire una rapida risoluzione del problema e un rilascio senza problemi dell'applicazione.

Integrare dimostrazioni concrete di problem solving nel curriculum vitae offre ai potenziali datori di lavoro una visione chiara delle capacità del candidato nel risolvere problemi complessi e affrontare sfide in modo efficace.

Problem solving CV: problem solving esempi CV

Una delle migliori strategie per dimostrare le proprie competenze di problem solving in un curriculum vitae è fornire esempi concreti delle proprie esperienze lavorative. Questi esempi dovrebbero includere dettagli specifici sui problemi affrontati, le soluzioni proposte e i risultati ottenuti.

Qui di seguito, esploreremo alcuni esempi pratici di come descrivere le esperienze di problem solving nel CV, insieme a suggerimenti su come adattarli ai diversi settori e ruoli lavorativi.

Posizione: Project Manager

Problema: Gestione di un progetto di sviluppo software con scadenze serrate e risorse limitate.

Soluzione: Implementazione di una metodologia Agile per migliorare la pianificazione e la collaborazione del team, identificazione e mitigazione dei rischi attraverso incontri regolari di problem solving.

Risultato: Consegna del progetto entro i tempi stabiliti e rispetto del budget, miglioramento della soddisfazione del cliente e riconoscimento del team per l'eccellenza operativa.

Questo esempio dimostra la capacità del candidato di gestire con successo progetti complessi attraverso l'implementazione di strategie innovative e la risoluzione rapida dei problemi.

Posizione: Ingegnere Civile

Problema: Identificazione di una falla strutturale in un ponte esistente durante le fasi di costruzione.

Soluzione: Coordinazione con un team multidisciplinare per condurre un'analisi approfondita delle cause della falla, sviluppo di un piano di riparazione e rinforzo della struttura.

Risultato: Riparazione della falla in tempo record, evitando potenziali catastrofi e garantendo la sicurezza dei cittadini utilizzatori del ponte.

Questo esempio evidenzia le soft skills dell'ingegnere civile nel gestire situazioni di emergenza e implementare soluzioni efficaci per garantire la sicurezza delle infrastrutture.

Posizione: Analista Finanziario

Problema: Identificazione di inefficienze nei processi finanziari aziendali che hanno portato a perdite finanziarie significative.

Soluzione: Analisi dettagliata dei processi esistenti, identificazione dei punti critici e sviluppo di un piano di ottimizzazione finanziaria attraverso l'implementazione di nuovi strumenti di monitoraggio e controllo.

Risultato: Riduzione delle perdite finanziarie del 20% entro sei mesi dall'implementazione delle nuove strategie, miglioramento della trasparenza e dell'efficienza dei processi finanziari.

Questo esempio dimostra la capacità dell'analista finanziario di risolvere problemi complessi legati alla gestione finanziaria aziendale e migliorare le prestazioni complessive dell'organizzazione.

Posizione: Responsabile delle Risorse Umane

Problema: Gestione di un conflitto interno tra dipendenti che minacciava la produttività e il clima lavorativo.

Soluzione: Intervento tempestivo per facilitare il dialogo tra le parti coinvolte, identificazione delle cause del conflitto e sviluppo di strategie di mediazione e risoluzione dei conflitti.

Risultato: Risoluzione del conflitto in modo pacifico, ripristino della collaborazione tra i dipendenti e miglioramento del morale e della produttività del team.

Questo esempio mette in evidenza le capacità del responsabile delle risorse umane nel gestire situazioni delicate e migliorare le relazioni interpersonali all'interno dell'organizzazione.

Posizione: Marketing Specialist

Problema: Bassi tassi di conversione delle campagne pubblicitarie online.

Soluzione: Analisi approfondita delle metriche di marketing per identificare i punti deboli delle campagne, sviluppo di nuove strategie di targeting e di contenuti più efficaci, monitoraggio costante dei risultati e adattamento delle strategie in base ai feedback del pubblico.

Risultato: Incremento del 30% nei tassi di conversione delle campagne pubblicitarie online e miglioramento della visibilità del marchio sui canali digitali.

Questo esempio mette in luce le capacità del marketing specialist nel risolvere problemi legati alle prestazioni delle campagne pubblicitarie e nell'ottimizzare le strategie di marketing per massimizzare i risultati.

Posizione: Marketing Manager

Questo esempio evidenzia le competenze del marketing manager nell'affrontare sfide specifiche legate alle campagne di marketing digitale e nell'implementare soluzioni mirate per migliorare le prestazioni.

Posizione: Insegnante di Scienze

Problema: Gli studenti stavano mostrando un interesse limitato per la materia e una bassa partecipazione in classe.

Soluzione: Sviluppo di nuove strategie didattiche per rendere le lezioni più coinvolgenti e interattive, integrazione di esperimenti pratici e attività di laboratorio, incoraggiamento della partecipazione degli studenti attraverso discussioni guidate e progetti di ricerca autonomi.

Risultato: Aumento dell'interesse degli studenti per la materia, miglioramento del coinvolgimento in classe e aumento delle prestazioni accademiche complessive.

Questo esempio dimostra le competenze dell'insegnante di scienze nel riconoscere e affrontare i problemi legati all'efficacia dell'insegnamento e nell'implementare soluzioni creative per migliorare l'apprendimento degli studenti.

Adattare gli esempi alle skills

Quando si inseriscono esempi di soft skills (e non hard skills) nel curriculum vitae, è importante adattarli al settore e al ruolo lavorativo specifico.

Ad esempio, un candidato per un ruolo nel settore dell'assistenza sanitaria potrebbe evidenziare la risoluzione di problemi legati alla gestione delle emergenze mediche, mentre un candidato nel settore del marketing potrebbe concentrarsi sulla risoluzione di problemi legati alla pianificazione e all'esecuzione di campagne pubblicitarie.

È importante selezionare esempi che siano pertinenti al ruolo e che dimostrino le competenze più rilevanti per il datore di lavoro.

Integrare esempi di soft skills nel curriculum vitae può aumentare significativamente le probabilità di successo nella ricerca di lavoro, poiché dimostra al datore di lavoro le competenze pratiche e la capacità di affrontare sfide in modo efficace.

Sviluppo delle capacità di problem solving

Il problem solving è una competenza cruciale nel mondo del lavoro, ma come possiamo migliorare le nostre capacità in questo ambito?

In questa sezione, esploreremo alcuni suggerimenti pratici su come affinare le abilità di problem solving e come incorporare queste esperienze nel curriculum vitae.

Acquisizione di conoscenze settoriali

Una base solida di competenze nel proprio settore può facilitare notevolmente la risoluzione dei problemi. L'aggiornamento costante sulle ultime tendenze, tecnologie e pratiche del settore può fornire una prospettiva più ampia e soluzioni innovative.

Partecipare a corsi di formazione, frequentare webinar e leggere pubblicazioni pertinenti sono ottimi modi per approfondire le competenze nel proprio campo di lavoro .

Affrontare nuove sfide per acquisire nuove skills

Affrontare regolarmente nuove sfide o situazioni inedite può essere un modo efficace per migliorare le tue soft skills.

Fare volontariato per progetti impegnativi, assumere ruoli di maggior responsabilità o cercare opportunità di crescita professionale possono metterci di fronte a nuovi problemi che richiedono soluzioni creative.

Ricordate che ogni sfida superata è un'opportunità di apprendimento e crescita.

Osservare gli altri risolvere problemi

L'osservazione delle strategie e delle tattiche utilizzate dagli altri per risolvere i problemi può essere un'ottima fonte di apprendimento. All'interno dell'ambiente lavorativo, prestare attenzione ai colleghi o ai superiori mentre affrontano le sfide può fornire preziosi insight su approcci efficaci e strategie vincenti.

Imparare dagli altri e adattare le loro migliori pratiche alle proprie esigenze può contribuire significativamente allo sviluppo delle proprie competenze di problem solving e soft skills in generale.

Sviluppo di un piano d'azione

La pianificazione è essenziale per affrontare i problemi in modo efficace. Sviluppare un piano d'azione chiaro e dettagliato può aiutare a strutturare il processo di risoluzione dei problemi e guidare le azioni verso obiettivi specifici.

Definire il problema, valutare le possibili soluzioni, prendere una decisione informata e attuare il piano con determinazione sono passaggi fondamentali per risolvere con successo qualsiasi sfida lavorativa.

Conoscenza di se stessi

Conoscere i propri punti di forza e di debolezza è fondamentale per migliorare le proprie soft skills. Essere consapevoli dei propri limiti personali e delle aree in cui è necessario migliorare può guidare lo sviluppo professionale e consentire di concentrare gli sforzi di apprendimento dove sono più necessari.

Lavorare sulla fiducia in sé stessi e sulla gestione dello stress può anche aiutare a mantenere la calma e la chiarezza mentale durante la risoluzione dei problemi.

Incorporare questi suggerimenti nel proprio percorso professionale può contribuire significativamente allo sviluppo delle soft skills e alla creazione di un curriculum vitae più solido e convincente.

Crea il tuo curriculum con i migliori modelli

Frequently Asked Questions (FAQs)

Puoi includere esempi di problem solving che hai affrontato durante le tue esperienze lavorative, progetti accademici o attività extracurriculari. Ad esempio, potresti descrivere come hai identificato e risolto un problema operativo in un progetto di lavoro di squadra, o come hai sviluppato una strategia innovativa per aumentare l'efficienza di un processo aziendale. Assicurati di fornire dettagli specifici sul problema, sulle azioni intraprese e sui risultati ottenuti.

È importante personalizzare gli esempi di problem solving per rendere rilevanti le tue esperienze per il ruolo o il settore specifico. Ad esempio, se stai cercando un lavoro nel settore della vendita, potresti concentrarti su come hai risolto una situazione difficile con un cliente insoddisfatto. Se invece stai applicando per un ruolo nell'ambito dell'informatica, potresti descrivere come hai risolto un problema tecnico complesso durante un progetto di programmazione.

Puoi evidenziare le tue soft skills includendo sezioni specifiche nel tuo CV dedicate agli "Obiettivi raggiunti" o alle "Competenze chiave". In queste sezioni, descrivi brevemente situazioni in cui hai affrontato con successo problemi complessi e le soluzioni che hai implementato. Assicurati di utilizzare un linguaggio chiaro e conciso e di evidenziare i risultati tangibili ottenuti grazie alle tue soft skills.

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Education and Early Childhood Learning

manitoba.ca > Education and Early Childhood Learning > K-12 > Framework for Learning > French Immersion Program > Mathematics > Grade 2

Framework for Learning

Framework for learning, french immersion program, grade 2 mathematics, course overview.

Grade 2 learners will demonstrate an understanding of place value, that numbers can be classified according to their characteristics, and of how to compare and estimate quantities. They will deepen their understanding of the meaning of addition and subtraction, and they will recall some facts by learning and applying mental math strategies while they demonstrate and explain the meaning of equality and inequality. Learners will predict an element in a repeating pattern and demonstrate an understanding of increasing patterns. They will construct objects and shapes, sort them according to their attributes, and compare and measure them using non-standard units while understanding that the orientation of an object does not alter its measurement. Learners will gather data to answer questions, and they will construct and interpret graphs.

Guiding Principles for the Design of Learning Experiences and Assessment Practices

The Guiding Principles of Designing Learning Experiences and Assessment Practices in the French Immersion program provide guidance to all Manitoba educators as they design learning experiences and classroom assessments to strengthen, extend and expand student learning. Planning with the learner, the context, and the curricula in mind creates opportunities for the co-construction of inclusive learning experiences and assessment practices where the diverse learning needs, abilities and interests of each learner are met.

Assessment for and as learning involve learners in the process and support learner reflection; assessment of learning (commonly known as summative evaluation ) measures final outcomes. All aspects, when done well, contribute to informed teaching and reliable judgment of learner progress.

The Guiding Principles of Designing Learning Experiences and Assessment Practices outlined below in the French Immersion Program in Manitoba provide guidance to all Manitoba educators as they design learning and assessment experiences to strengthen, extend and expand student learning. Planning with the learner, the context and the curricula in mind creates opportunities for the co-construction of inclusive learning experiences and assessment practices where the diverse learning needs, abilities and interests of each learner are met.

Guiding Principles for Evaluation and Reporting

The Guiding Principles for Evaluation and Reporting are currently still under development and not yet available. When completed, a notification will be added to the Manitoba Framework for Learning “What’s New?” page on the website.

Learning Outcomes

More detail about Mathematical Processes

Mathematical Processes

There are critical components that learners must encounter in a mathematics program in order to achieve the goals of mathematics education and encourage lifelong learning in mathematics.

Learners are expected to

• communicate [C] in order to learn and express their understanding
• connect [CN] mathematical ideas to other concepts in mathematics, to everyday experiences, and to other disciplines
• demonstrate fluency with mental mathematics and estimation [ME]
• develop and apply new mathematical knowledge through problem solving [PS]
• develop mathematical reasoning [R]
• select and use technologies [T] as tools for learning and solving problems
• develop visualization [V] skills to assist in processing information, making connections, and solving problems

The Common Curriculum Framework incorporates these seven interrelated mathematical processes that are intended to permeate teaching and learning.

General Learning Outcome: Develop number sense.

2.N.1.  Say the number sequence from 0 to 100 by

• 2s, 5s, and 10s, forward and backward, using starting points that are multiples of 2, 5, and 10 respectively
• 10s using starting points from 1 to 9
• 2s starting from 1

[C, CN, ME, R]

2.N.2.  Demonstrate if a number (up to 100) is even or odd. [C, CN, PS, R]

2.N.3.  Describe order or relative position using ordinal numbers. [C, CN, R]

2.N.4.  Represent and describe numbers to 100, concretely, pictorially, and symbolically. [C, CN, V]

2.N.5.  Compare and order numbers up to 100. [C, CN, R, V]

2.N.6.  Estimate quantities to 100 using referents. [C, ME, PS, R]

2.N.7.  Illustrate, concretely and pictorially, the meaning of place value for numbers to 100. [C, CN, R, V]

2.N.8.  Demonstrate and explain the effect of adding zero to or subtracting zero from any number. [C, R]

2.N.9.  Demonstrate an understanding of addition (limited to 1- and 2-digit numerals) with answers to 100 and the corresponding subtraction by

• using personal strategies for adding and subtracting with and without the support of manipulatives
• creating and solving problems that involve addition and subtraction
• explaining that the order in which numbers are added does not affect the sum
• explaining that the order in which numbers are subtracted may affect the difference

[C, CN, ME, PS, R, V]

2.N.10. Apply mental  mathematics strategies, including

• using doubles
• using one more, one less
• using two more, two less
• building on a known double
• using addition for subtraction

to develop recall of basic addition facts to 18 and related subtraction facts. [C, CN, ME, R, V]

Patterns and Relations

General Learning Outcome: Use patterns to describe the world and solve problems.

2.RR.1. Predict an element in a repeating pattern using a variety of strategies. [C, CN, PS, R, V]

2.PR.2. Demonstrate an understanding of increasing patterns by

• reproducing

patterns using manipulatives, diagrams, sounds, and actions (numbers to 100). [C, CN, PS, R, V]

General Learning Outcome: Represent algebraic expressions in multiple ways.

2.PR.3. Demonstrate and explain the meaning of equality and inequality by using manipulatives and diagrams (0 to 100). [C, CN, R, V]

2.PR.4. Record equalities and inequalities symbolically using the equal symbol or the not-equal symbol. [C, CN, R, V]

Shape and Space

General Learning Outcome: Use direct or indirect measurement to solve problems.

2.SS.1. Relate the number of days to a week and the number of months to a year in a problem-solving context. [C, CN, PS, R]

2.SS.2. Relate the size of a unit of measure to the number of units (limited to non-standard units) used to measure length and mass (weight). [C, CN, ME, R, V]

2.SS.3. Compare and order objects by length, height, distance around, and mass (weight) using non-standard units, and make statements of comparison. [C, CN, ME, R, V]

2.SS.4. Measure length to the nearest non-standard unit by

• using multiple copies of a unit
• using a single copy of a unit (iteration process)

[C, ME, R, V]

2.SS.5. Demonstrate that changing the orientation of an object does not alter the measurements of its attributes. [C, R, V]

General Learning Outcome: Describe the characteristics of 3-D objects and 2-D shapes, and analyze the relationships among them.

2.SS.6. Sort 2-D shapes and 3-D objects using two attributes, and explain the sorting rule. [C, CN, R, V]

2.SS.7. Describe, compare, and construct 3-D objects, including

[C, CN, R, V]

2.SS.8. Describe, compare, and construct 2-D shapes, including

2.SS.9. Identify 2-D shapes as parts of 3-D objects in the environment. [C, CN, R, V]

Statistics and Probability

General Learning Outcome: Collect, display, and analyze data to solve problems.

2.SP.1. Gather and record data about self and others to answer questions. [C, CN, PS, V]

2.SP.2. Construct and interpret concrete graphs and pictographs to solve problems. [C, CN, PS, R, V]

Curriculum Implementation Resources

Grade 2 - Curriculum Implementation Resources: Web Pages

Grade 2 - Curriculum Implementation Resources: Multimedia

Grade 2 - Curriculum Implementation Resources: Documents

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The Italian Resume

Create an Italian resume that will get you your next job in Italy “in un batter d’occhio”!

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Writing an Italian resume is quite a different experience to writing one for an American job search. When targeting a position with an Italian company in Italy,  its critical that you optimize your resume professionally  to adhere to the expected best practice in the country.

Firstly, don’t call it a resume. Italians will more often talk about their Curriculum Vitae, or CV when applying for a job in the country. Aside from a different name for the document, you will have to be aware of a few formatting issues, and naturally,  communicating your language skills in the Italian language  and helping explain your overseas qualifications.

Remember that  your resume is in many ways the first impression you will have with an Italian recruiter , so you should seek to make it a positive first encounter. In the following guide, you’ll learn the best ways to tailor your resume for the Italian job market and where to take extra care when negotiating the cultural differences.

Writing a Resume in Italian

Knowing how to write an Italian resume will give you a  very strong advantage over other foreign applicants  applying for jobs in the country’s job market. However, one thing to bear in mind is the written language of your CV. If you’re able to speak Italian fluently or with a very high level of skill, then you may feel confident enough to  write the resume in Italian yourself.  However, if you are more uncertain of your ability to use the language professionally, another approach could be necessary.

Try to avoid the temptation to copy and paste your resume text through Google translate. This is more likely to create mistakes and mistranslations that could be the downfall of your application. After all, like with any job search,  your spelling and grammar need to be immaculate .

Before you really get started, however, be sure to follow these important tips as you write your perfected Italian CV:

• Start the resume with  your name as the title header . Don’t simply title it with Curriculum Vitae
• Creative resumes  and specially designed resumes may look amazing, however, most hiring managers in Italy prefer a standard  chronological resume.
• Do your research before you apply for a job (even in the US). Try and glean what the culture, values and working processes of the organization are before you start. This can offer  clues for how to structure your resume and what information you should include.
• Keep your resume to the point.  Cut out any extraneous information  that doesn’t apply to the role you’re targetting.
• As mentioned previously, avoid spelling and grammar errors at all costs.
• Use the  formal third person “lei”  form of “you” rather than the informal “tu” when you address the recruiter directly.

In the case of writing an Italian resume document, it might be a good idea to entrust the written language of your text to a professional translator, or an Italian speaking friend or colleague. Whilst the results are usually better, this can sometimes be a costly option. Another option, however, is to use an  online resume builder  with an Italian language template. This will make the job of  creating the correct section headings and formatting your resume for an Italian company  much simpler.

Italian Resume: Layout and Sections

Writing your resume is only half the battle. Formatting it correctly so that it displays the information Italian recruiters will want to see is also crucial. If in doubt,  using a pre-made Italian curriculum vitae template  can help you organize all the right components of a resume into an effective professional design.

Top tips for formatting an Italian resume:

• The length of the CV should be no more than 2 letter pages
• Keep the text at a consistent size throughout the document
• Mark each section clearly out with larger size headers and subheaders

Contact Information

This is perhaps  the most critical part of any resume , as without it you will never get called in for an interview. In the case of an Italian resume, you will still need the details you’d expect on a US resume, such as your phone number, email address — and of course, your name. However, whilst it might not be common in the states, recruiters in Italy will want to see a date of birth.

Compared to the USA where recruiters are  88% more likely to reject your application  if you add a profile picture,  recruiters in Italy expect a photo on your resume . This is similar to their European neighbors like  Germany ,  Spain  or  France .

The photo should be a passport-sized (2” x 2”) headshot of you, ideally with a neutral background.  The picture you choose should look professional , therefore avoid any pictures taken at parties or at social events whenever possible.

However, it is  not an essential obligation to include a photo . It may still be expected as a matter of course in Italy, however, it is becoming ever more common to apply for jobs with “anonymous CVs”.

Work Experience

Your  work experience section  is what will really sell you as a candidate in almost all cases. In this part of the resume, you should present  all the previous jobs you’ve held in reverse chronological order , working back from your most recent job to your earliest relevant position.

You don’t need to include every single job you’ve ever had. As a rule, don’t refer to jobs you held more than 10 years ago. Additionally, if you have a lot of experience, only detail the positions and tasks you’ve experienced that are relevant to the job you’re aiming for.

When you present your previous employers on the page lay out each entry in the following format:

• The name of the company and the dates of employment
• Your job title in the organization
• The key duties that you undertook in your role at the company

Including your  hard and soft skills  is very much an expectation on an American resume. However, in Italy, these are often presented in the  cover letter .  Work experience is the most important element to communicate on your Italian resume . However, it’s becoming more common (thanks to services like LinkedIn) to mark a few key skills on the page, so this is an optional but not totally essential step.

In order to communicate your training properly, you’ll need to make sure that your  qualifications are expressed in a way the hiring manager will be able to easily understand . That means you’ll need to detail clearly what titles you’ve achieved, indicating where possible what this is equivalent to in the Italian system. As seen below:

Additionally, if you are listing degree achievements or High School Diplomas it can be a good idea to indicate the exact grade or level that you achieved. This is common practice in Italy and  it’s often assumed that candidates not stating their exact grade didn’t achieve highly . In the case of translating a US qualification for this, it’s best to indicate your numerical Grade Point Average (GPA).

Naturally, writing a resume for  a job in a foreign country where a foreign tongue is spoken  will require some information about the languages you can speak. Naturally, if you can speak English and Spanish to a good level, these will be useful for your application. English is especially important, due to its position as a major international business language, and will be an attractive skill for a recruiter to see on your CV.

However, perhaps the most important information to include in this section is your knowledge of Italian. Depending on the job you’re targetting this could be crucial.  You should indicate clearly what your level of Italian is on the resume . This is normally indicated with the following adjectives:

However, the language needed on the resume will ultimately d epend on the language required by the job itself . If you’re aiming for a role where English is spoken throughout the company then your spoken Italian won’t play such a big role.

Hobbies and Interests

This is not as important in the case of an Italian resume. However, while the recruiter will be drawn to your personal traits such as your reliability or interpersonal skills,  your hobbies and interests will not be as much practical use,  nor will they be expected from an Italian hiring manager. Instead focus on your talents, personal goals and any additional details regarding your ability to relocate or travel for work.

Italian Resume Example

To get a good idea of how this will all look on paper, it’s best to look over a specific example of an Italian curriculum vitae. By viewing how the completed resume will appear, you’ll see that the overall  process of creating an Italian resume isn’t too tricky . This will help you tailor your document to exactly what recruiters will expect to receive from a professional candidate.

[Giovanni Rossi]

[Via Roma 123, 00100 Roma (RM) | [email protected] | 333-1234567]

>> Obiettivo Professionale <<

Sono un tecnologo alimentare con una passione per l’innovazione nel settore alimentare. Cerco di applicare le mie conoscenze tecniche e la mia creatività per contribuire allo sviluppo di prodotti alimentari di alta qualità, sicuri e sostenibili.

>> Formazione <<

• Laurea Magistrale in Tecnologia Alimentare, Università degli Studi di Milano, Milano, Italia (2012-2017)
• Tesi di Laurea: “Sviluppo di nuovi processi per la conservazione degli alimenti mediante l’uso di tecnologie innovative”
• Stage presso l’azienda XYZ S.p.A., Milano, Italia (2016-2017)

>> Esperienza Lavorativa <<

Tecnologo Alimentare presso ABC Food Group S.r.l., Roma, Italia (2017 – Presente)

• Sviluppo e ottimizzazione di ricette per nuovi prodotti alimentari.
• Controllo qualità dei prodotti in conformità con le normative vigenti.
• Collaborazione con il team di ricerca e sviluppo per l’introduzione di nuove tecnologie.
• Gestione dei processi di produzione per garantire la sicurezza alimentare e la qualità.
• Partecipazione attiva al miglioramento continuo dei processi produttivi.

>> Competenze Tecnich e <<

• Conoscenza approfondita delle normative alimentari nazionali e internazionali.
• Esperienza nell’utilizzo di strumentazione di laboratorio per l’analisi chimica e microbiologica.
• Capacità di sviluppare e implementare piani di controllo qualità.
• Conoscenza delle tecniche di produzione alimentare, incluse l’omogeneizzazione, la pastorizzazione e la liofilizzazione.
• Competenze informatiche: Microsoft Office, software di analisi statistica.

>> Competenze Personali <<

• Capacità di lavorare in team multidisciplinari.
• Eccellenti capacità comunicative e di problem solving.
• Orientamento al risultato e capacità di gestire le scadenze.
• Flessibilità e adattabilità alle nuove sfide.
• Passione per l’innovazione e la ricerca.

>> Lingue <<

• Italiano: Madrelingua
• Inglese: Livello Avanzato

>> Altri Interessi <<

Nel tempo libero mi piace sperimentare in cucina e approfondire le mie conoscenze sulle ultime tendenze alimentari. Sono anche appassionato di fotografia e viaggi.

Resumecoach  features resume templates in multiple different languages to make applying for a job anywhere that little bit simpler. Simply browse the options in our  resume builder tool  and create the perfect resume for wherever in the world you’re applying.

Our online Resume Builder comes with extra capabilities

• Editor available in 13 languages
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ResumeCoach has successfully given expert advice to individuals to secure employment worldwide.

Frequently Asked Questions

An Italian resume should include the following :

• Personal details (full name, address, and contact information) 
• Professional photo (if relevant to the role)
• Experience 
• Skills 

If you’re creating an Italian resume, remember also to highlight your proficiency in languages , especially Italian and English. Adapt your resume to emphasize experiences and qualifications relevant to the job you’re applying for. 

Including short, concise descriptions of your roles and achievements can make your resume stand out. 

It would also be a good idea to mention that you’re allowed to work in Italy if you are not from the European Union.

To write a resume in two languages, such as Italian and English, s tart by identifying the job’s language requirements . If the role demands proficiency in both languages, include sections or create separate versions for each language. 

Highlight bilingual skills in the professional summary and experience sections, s howcasing how these abilities contribute to job performance . 

For positions in multilingual environments or where specific languages are essential, detail your proficiency and professional experiences in those languages to strengthen your candidacy.

In Italy, including a photo on your resume is not mandatory, but hiring managers may appreciate it. This suggests that while it’s not a strict requirement, adding a photo could potentially make your application more appealing to some employers .

When deciding whether to include a photo on your resume for an Italian job application, it’s important to consider the industry and the specific company culture .

The main differences between an Italian CV and a US resume lie in length, detail, and format. An Italian CV is often longer and more detailed , focusing on a comprehensive overview of the applicant’s educational background, work experience, and skills. It is usually formatted in reverse chronological order and can extend beyond 2 pages if necessary.

On the other hand, a US resume is typically concise, limited to 1 or 2 pages , and tailored specifically to the job for which one is applying, highlighting relevant skills and experiences.

Struggling with Resume Writing?

Ease the process with our templates

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Curriculum design: Problem-centred curriculum

• Research Summary

• Collaboration |
• Cross-Curricular |
• Curriculum |
• Developing effective learners |
• Effective instruction |
• Enrichment |
• Expert teacher |
• Innovation |
• Leadership |
• Lifelong learning |
• Professional learning |
• Project-based learning |
• Research Engagement |
• Self-directed learning |
• Self-regulation

What’s the idea?

A problem-centred curriculum is a cross-curricular, inquiry-based, student-centred approach that is built around real-world problems. Within a problem-centred curriculum, learning transcends subject disciplines and brings together elements of the curriculum that would otherwise be separate. It is designed to develop skilful, knowledgeable, collaborative, self-regulated and self-determined lifelong learners (Casey and Tucker, 1994; Hmelo-Silver, 2004; Savery, 2006).

What does it mean?

A problem-centred curriculum has its philosophical roots in constructivism, whereby knowledge is built through the students’ active participation in the learning process. A problem-centred curriculum places learning in the context of real-world problems that make students want to solve them (Hmelo-Silver, 2004). Problem-centred curriculum models take a ‘learner-centered approach that empowers learners to conduct research, integrate theory and practice, and apply knowledge and skills to develop a viable solution to a defined problem.’ (Savery, 2006, p. 12).

Casey and Tucker (1994) suggest the purpose of a problem-centred curriculum is to develop effective learners, which they define as students who are able to solve problems and harness their creativity through their planning and organisational skills. The purpose, therefore, of a problem-centred curriculum is to develop creative problem solvers who:

• are constantly curious and questioning
• enjoy figuring things out
• seek out challenges
• are persistent
• are resourceful and flexible
• are independent learners
• feel confident about themselves as learners
• are risk-takers (Casey and Tucker, 1994).

As problem-centred learning is student-centred, the role of the teacher is to act as more of a facilitator – posing problems and guiding the learner. Other characteristics that define a problem-centred curriculum are students being responsible for their own learning through self-regulation and self-determination, student collaboration, free-inquiry, and interdisciplinary learning (Hmelo-Silver, 2004; Savery, 2006).

This curriculum model involves integrating both the content (what is being learned) and the process (how it is being learned). While knowledge acquisition is important, the main focus of a problem-centred curriculum is on developing competencies such as team work, problem-solving skills, higher-order thinking skills, and self-directed learning skills which are transferable across disciplines (Savery, 2006). Students should be given opportunities to reflect on what they have learnt and the effectiveness of the strategies they employed (Hmelo-Silver, 2004; Savery, 2006).

What are the implications for teachers?

• How can schools design problems and challenges that are real, purposeful and impactful in the wider world, rather than falsify or ‘create’ these so that they pretend to be ‘real’?
• How can schools ensure that problems are loosely structured and allow for free enquiry so that there is a number of ways they can be solved?
• How will students’ work be managed when working on multidisciplinary problem-based projects?
• How will assessment operate within a problem-based curriculum? For example, will students submit portfolios rather than sit examinations?

Want to know more?

• Casey MB and Tucker EC (1994) Problem-centered classrooms: Creating lifelong learners. The Phi Delta Kappan 76(2): 139–143.
• Hmelo-Silver CE (2004) Problem-based learning: What and how do students learn? Educational Psychology Review 16(3): 235–266.
• Savery JR (2006) Overview of problem-based learning: Definitions and distinctions. Interdisciplinary Journal of Problem-Based Learning 1(1). Available at: https://doi.org/10.7771/1541-5015.1002 (accessed 22 May 2019).

Other content you may be interested in

Great teaching techniques: Homework

Supporting the home learning environment

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Oracy-Dialogics in primary school

Assessment and feedback in an online context: Self assessment

Why you should read: Trivium 21st C by Martin Robinson

Transition: an overview of interesting research and what it means in practice for teachers

Research-informed practice: After-action reviews

Education’s retention crisis: why do teachers leave?

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[email protected] 020 3433 7624

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CASEL Websites

• Selecting an SEL Program
• Schoolwide SEL Resources
• Districtwide SEL Resources
• Statewide SEL Resources
• SEL Exchange Annual Event
• SEL 3 Signature Practices Playbook

I Can Problem Solve

Get info and pricing on the provider’s website.

I Can Problem Solve provides a lesson-based approach to SEL. It includes programming for grades Pre-K-5 and demonstrates evidence of effectiveness at grade 1. Translated materials for the preschool and kindergarten levels as well as the parent program are available in Spanish.

• SEL lessons
• Positive classroom management
• SEL generalization
• Systemic support for SEL
• Family Intervention Component
• Onsite in-person training
• Virtual training
• Offsite training
• Train the trainer model
• Administrator support
• Technical assistance
• Professional Learning Communities (PLCs)
• Online resource library
• Self-report tools for monitoring implementation
• Observational tools
• Tools for measuring student success

Evidence of effectiveness

Results from a randomized controlled trial conducted in the 1997-1998 school year (published in 2002) supported the effectiveness of I Can Problem Solve for early elementary school students. This evaluation included 578 grade 1 students enrolled in multiple rural schools in the U.S. West region (87% white; sample was largely middle class). Students who participated in the program had greater growth in teacher-reported self-regulation (i.e., decreases in impulsivity, hyperactivity, aggressive, disruptive behaviors) and in student-reported school bonding (i.e., engagement and student-teacher relationship quality) compared to students in the control group (nine months after baseline, analyses controlled for outcome pretest).

• Not Specified
• Improved academic performance
• Reduced emotional distress
• Improved identity development and agency
• Reduced problem behaviors
• Improved school climate
• Improved school connectedness
• Improved social behaviors
• Improved teaching practices
• Improved other SEL skills and attitudes

How does I Can Problem Solve support SEL implementation across multiple settings?

“The I Can Problem Solve (ICPS) program teaches students to recognize that when there is a problem, there is a process they can call upon to solve it. With support materials across settings, the ICPS problem solving approach creates consistent communication between adults and youth by engaging students as active participants, not passive recipients. ”

• Accepted by CASEL

Kumpfer, K. L., Alvarado, R., Tait, C., & Turner, C. (2002). Effectiveness of school-based family and children’s skills training for substance abuse prevention among 6-8-year-old rural children.  Psychology of Addictive Behaviors, 16 (4S), S65-S71.

• Other references

Boyle, D., & Hassett-Walker, C. (2008). Reducing Overt and Relational Aggression Among Young Children: The Results from a Two-Year Outcome Study.  Journal of School Violence, 7 (1), 27-42.

Feis, C. L., & Simons, C. (1985). Training Preschool Children in Interpersonal Cognitive Problem-Solving Skills: A Replication. Prevention in Human Services, 3 (4), 59-70.

Gaete, J., Nejaz, L., Otegui, M., & Perry, R. (2019). Mental Health Prevention in Preschool Children: study protocol for a feasibility and acceptability randomised controlled trial of a culturally adapted version of I Can Problem Solve (ICPS) program in Chile. Poster presented at the annual meeting of the Society for Prevention Research, San Francisco, CA.  Trials, 20,  158.

Shure, M. B., & Spivack, G. (1982). Interpersonal problem-solving in young children: A cognitive approach to prevention. American  Journal of Community Psychology, 10 (3), 341-356.

Shure, M. B., & Spivack, G. (1980). Interpersonal problem solving as a mediator of behavioral adjustment in preschool and kindergarten children.  Journal of Applied Developmental Psychology, 1 (1), 29-44.

Shure, M. B., & Spivack, G. (1979). Interpersonal cognitive problem solving and primary prevention: Programming for preschool and kindergarten children.  Journal of Clinical Child Psychology, 8 (2), 89-94.

Global Issues

Community projects, creative writing, storytelling.

• Problem-Solving Method
• Real World Issues
• Future Scenarios
• Authentic Assessments
• 5Cs of Learning
• Youth Protection
• DEIB Commitment
• International Conference
• Find FPS Near Me
• Partner With Us

At a Glance

Discover more about learning the future problem solving process, grades k-12.

Our robust collection of competition programs provides a wealth of curricular resources for students in grades 4-12. In addition, simplified concepts and guidance in the writing of ideas give primary level students in grades K-3 and early secondary students a jump start on gaining important critical and creative thinking skills.

Action-Based Problem Solving

Our Learning program offers pathways to explore real world issues and our proven 6-step problem-solving process as well as engage interest in futuristic thinking in a non-competitive setting.

Education Standards

Since our programs align with a wide variety of education standards, teachers can easily tailor Future Problem Solving content to meet their ​​specific education system and local requirements as needed.

Authentic Assessment

Our standard-based and skill-based evaluation guides help teachers assess student learning and monitor progress. We also support educators in giving meaningful feedback to inspire growth. Often we provide both formative and summative authentic assessment opportunities.

How It Works

Teachers use our materials to meet students where and how they learn.

Our interdisciplinary program provides teachers with standards-based and skill-based resources to meaningfully engage students while building knowledge and skills. To meet their students where and how they learn to think, teachers often utilize our competition program materials for their own needs:

• With a few students or the entire class
• With teachers or students recording the ideas generated
• With teacher guidance or as independent work
• In the classroom or at home

We take connecting with a wide variety of education standards into account when developing and updating our program materials. This focus gives schools and teachers flexibility to tailor our content to meet their specific governing body and school system requirements. Students who learn from home can also participate in our Learning activities with the help of a teacher, parent, or mentor. Together we are expanding the way young people learn the problem-solving skills they need to succeed in work and life.

Our Programs

Explore our programs to find the best fits for your classroom.

Teachers often utilize the competition program materials found in our Topics Center , Resources Library , and store for their own classroom needs.

Integrate Global Issues topics, future scenes, and problem-solving steps into your classroom as standalone activities for content areas or teach the 6-step problem-solving process as part of a full curriculum. Some regional affiliates offer registration options that enable teachers to submit students’ work for non-competitive evaluation twice during the school year for specific future scenes .

Apply elements of Community Projects whether or not your students intend to implement a project. Teach the basics of problem solving through community issues research and project proposal writing, use scaffolding to support content areas of inquiry, or engage students in project-based learning (PBL) with short-term community projects. Students use service-learning standards throughout the Future Problem Solving process.

Implement Creative Writing in any classroom at any time. Using topic prompts and research to support writing assignments builds college and career readiness skills while allowing a creative outlet. Our Guide to Scenario Writing provides teachers with helpful tools.

Provide students more opportunities to develop and practice creative thinking and public speaking skills beyond drama and speech programs. Storytelling offers teachers tools to honor the voices of more students using futuristic topic scenarios. Our topic prompts, topic research, and Guide to Scenario Writing support classroom activities.

Designed for flexibility, our bite-sized, on-demand individual Challenges do not require any prior Future Problem Solving experience. They offer students an opportunity to quickly move through our 6-step problem-solving process to develop action plans.

The Future Problem Solving Experience

Offered at our International Conference each June, novice students (grades 4-12) attend an introductory workshop on Global Issues and the 6-step problem-solving process. They also gain access to all the non-competitive conference events and activities.

Why It Matters

Future-ready students.

Resources Showcase

Find problem-solving tools.

Categories List for Generating Ideas

Brainstorming & Focus Tool

Guide to Project Management

Community Projects Resource

Futures Wheel Graphic Organizer

Creative Thinking Tool

How Future Problem Solving connects to education standards

21st century, 21st century learning.

Students use the 5Cs of 21st Century Learning skills throughout the Future Problem Solving process: critical thinking, creativity, communications, collaboration, and caring.

Advanced International Certificate of Education

Future Problem Solving aligns with many Cambridge Advanced International Certificate of Education (AICE) class content areas. It also connects to the five Cambridge learner attributes (CLAs): confident, responsible, reflective, innovative, and engaged.

Common Core

Common core standards for english language arts & literacy.

Future Problem Solving aligns with fulfillment of the English Language Arts and Literacy domain within the Common Core Standards including reading, writing, speaking and listening.

International Baccalaureate Learner Profile

Future Problem Solving aligns with the 10 attributes of an International Baccalaureate (IB) Learner Profile : inquirer, thinker, caring, balanced, knowledgeable, open minded, risk taker, communicator, reflective, and principled.

International Society for Technology in Education

Future Problem Solving aligns with the International Society for Technology in Education (ISTE) Standards competencies for learning in a global, interconnected, and constantly changing society: empowered learner, digital citizen, knowledge constructor, innovative designer, computational thinker, creative communicator, and global collaborator.

Gifted Education Programming Standards

Future Problem Solving aligns with the National Association for Gifted Children (NAGC) Gifted Education Programming Standards to develop high-level curriculum, organize a dynamic classroom setting, and provide opportunities that will meet the needs of a diverse group of students with a wide range of gifts and talents.

K-12 Service-Learning Standards for Quality Practice

Future Problem Solving Community Projects align with the National Youth Leadership Council (NYLC) K-12 Service-Learning Standards for Quality Practice . These eight standards represent service-learning best practices to ensure high-quality service-learning experiences that engage and empower youth to create positive change while developing academic and civic knowledge and skills.

Programme for International Student Assessment

Future Problem Solving aligns with the Programme for International Student Assessment (PISA) . The worldwide tests are designed to assess how well 15-year-olds, at the end of compulsory education, can apply their knowledge to real-life situations and can therefore fully participate in society. PISA is a project of the Organisation for Economic Cooperation and Development (OECD).

STEM Learning

Every year new science and technology topics are developed for Future Problem Solving competitions and students use STEM learning skills such as critical thinking, communication, collaboration, and creativity throughout the problem-solving process.

STEM Topics

Our real world topics are future-focused.

Each year new Global Issues topics representing important challenges from business, civics, society, science, and technology are developed for our competitions. The topic-specific program materials include a learning unit and often an activity unit that may be purchased as standalone items. 

Artificial Intelligence (AI)

How will the emerging uses of artificial intelligence (AI) impact how we work, live, play, and learn in the future?

Autonomous Transportation

How can we balance utilizing the advancing technology for autonomous vehicles with safety and security concerns in the future?

How can we balance between sustainably preserving and utilizing Antarctica to benefit humanity in the future?

Antibiotic Resistance

How might we mitigate any risks of antibiotic resistance while also protecting the health of all species in the future?

Future Problem Solving Students – A Five Year Study

A comparison of reading and mathematics performance between students participating in a future problem solving program and nonparticipants.

Data from the The Minnesota Comprehensive Assessment (MCA) was collected by Grandview Middle School and provided to Scholastic Testing Service, Inc. for statistical analysis.

Findings reported by Scholastic Testing Service, Inc. Performance data on the MCA was collected from 2010-2014 for students in grade 6 at Grandview Middle School in Mound, MN (Westonka Public School District). Students were identified as either FPS: students participating in a Future Problem Solving program, or Non-FPS: students not participating in the program. Summary statistics using Reading and Mathematics Scaled Scores were developed for each group of students by year and across years. To determine if the mean scores across the years were significantly different, t-tests were used. A Cohen’s d test was then performed to measure the effect of the size of the found differences.

In all cases, students participating in the Future Problem Solving Program performed significantly higher on the MCA in both areas of Mathematics and Reading.

Effects of Group Training in Problem-Solving Style on Future Problem-Solving Performance

The journal of creative behavior (jcb) of the creative education foundation.

Seventy-five participants from one suburban high school formed 21 teams with 3–4 members each for Future Problem Solving (FPS). Students were selected to participate in either the regular FPS or an enhanced FPS, where multiple group training activities grounded in problem-solving style were incorporated into a 9-week treatment period.

An ANCOVA procedure was used to examine the difference in team responses to a creative problem-solving scenario for members of each group, after accounting for initial differences in creative problem-solving performance, years of experience in FPS, and creative thinking related to fluency, flexibility, and originality. The ANCOVA resulted in a significant difference in problem-solving performance in favor of students in the treatment group (F(1, 57) = 8.21, p = .006, partial eta squared = .126, medium), while there were no significant differences in years of experience or creativity scores. This result led researchers to conclude that students in both groups had equivalent creative ability and that participation in the group activities emphasizing problem-solving style significantly contributed to creative performance.

In the comparison group, a total of 47% had scores that qualified for entry to the state competition. In contrast, 89% of the students in the treatment group had scores that qualified them for the state bowl. None of the teams from the comparison group qualified for the international competition, while two teams from the treatment group were selected, with one earning sixth place.

The results of this study suggest that problem-solving performance by team members can be improved through direct instruction in problem-solving style, particularly when there is a focus on group dynamics.

The Journal of Creative Behavior, Vol. 0, Iss. 0, pp. 1–12 © 2017 by the Creative Education Foundation, Inc. DOI: 10.1002/jocb.176

Future Problem Solving Program International—Second Generation Study

“how important was future problem solving in the development of your following skill sets”.

In 2011, a team of researchers from the University of Virginia submitted a report titled “Future Problem Solving Program International—Second Generation Study.” (Callahan, Alimin, & Uguz, 2012). The study, based on a survey, collected data from over 150 Future Problem Solving alumni to understand the impact of their participation in Future Problem Solving as students or volunteers.

Percentage of Alumni Rating Important and Extremely Important in Developing Skill Sets

• 96% Look at the “Big Picture”
• 93% Critical Thinking
• 93% Teamwork and Collaboration
• 93% Identify and Solve Problems
• 93% Time Management
• 90% Researching
• 90% Evaluation and Decision Making
• 86% Creativity and Innovation
• 86% Written Communication

The report captured alumni’s positive experiences as students in Future Problem Solving and documented that the alumni continued to utilize the FPS-structured approach to solving problems in their adult lives.

Executive Director

A seasoned educator, April Michele has served as the Executive Director since 2018 and been with Future Problem Solving more than a decade. Her background in advanced curriculum strategies and highly engaging learning techniques translates well in the development of materials, publications, training, and marketing for the organization and its global network. April’s expertise includes pedagogy and strategies for critical and creative thinking and providing quality educational services for students and adults worldwide.

Prior to joining Future Problem Solving, April taught elementary and middle grades, spending most of her classroom career in gifted education. She earned the National Board certification (NBPTS) as a Middle Childhood/Generalist and later served as a National Board assessor for the certification of others. In addition, April facilitated the Theory and Development of Creativity course for the state of Florida’s certification of teachers. She has also collaborated on a variety of special projects through the Department of Education. Beyond her U.S. education credentials, she has been trained for the International Baccalaureate Middle Years Programme (MYP) in Humanities.

A graduate of the University of Central Florida with a bachelor’s in Elementary Education and the University of South Florida with a master’s in Gifted Education, April’s passion is providing a challenging curriculum for 21st century students so they are equipped with the problem-solving and ethical leadership skills they need to thrive in the future. As a board member in her local Rotary Club, she facilitates problem solving in leadership at the Rotary Youth Leadership Awards (RYLA). She is also a certified Project Management Professional (PMP) from the Project Management Institute and earned her certificate in Nonprofit Management from the Edyth Bush Institute at Rollins College.

• Collaborative Problem Solving® »

Collaborative Problem Solving® (CPS)

At Think:Kids, we recognize that kids with challenging behavior don’t lack the will  to behave well. They lack the  skills  to behave well.

Our Collaborative Problem Solving (CPS) approach is proven to reduce challenging behavior, teach kids the skills they lack, and build relationships with the adults in their lives.

Anyone can learn Collaborative Problem Solving, and we’re here to help.

What is Collaborative Problem Solving?

Kids with challenging behavior are tragically misunderstood and mistreated. Rewards and punishments don’t work and often make things worse. Thankfully, there’s another way. But it requires a big shift in mindset.

Helping kids with challenging behavior requires understanding why they struggle in the first place. But what if everything we thought was true about challenging behavior was actually wrong? Our Collaborative Problem Solving approach recognizes what research has pointed to for years – that kids with challenging behavior are already trying hard. They don’t lack the will to behave well. They lack the skills to behave well.

Learn More About the CPS Approach

Kids do well if they can.

CPS helps adults shift to a more accurate and compassionate mindset and embrace the truth that kids do well if they can – rather than the more common belief that kids would do well if they simply wanted to.

Flowing from this simple but powerful philosophy, CPS focuses on building skills like flexibility, frustration tolerance and problem solving, rather than simply motivating kids to behave better. The process begins with identifying triggers to a child’s challenging behavior and the specific skills they need help developing.  The next step involves partnering with the child to build those skills and develop lasting solutions to problems that work for everyone.

The CPS approach was developed at Massachusetts General Hospital a top-ranked Department of Psychiatry in the United States.  It is proven to reduce challenging behavior, teach kids the skills they lack, and build relationships with the adults in their lives. If you’re looking for a more accurate, compassionate, and effective approach, you’ve come to the right place. Fortunately, anyone can learn CPS. Let’s get started!

Bring CPS to Your Organization

Attend a cps training.

6 out of 10 teachers report reduced stress.

Significant reductions in parents’ stress.

74% average reduction in use of seclusion.

73% reduction in oppositional behaviors during school.

Parents report improvements in parent-child interactions.

71% fewer self-inflicted injuries.

reduction in school office referrals.

Significant improvements in children’s executive functioning skills.

60% of children exhibited improved behavior 

Privacy overview.

OUR PROBLEM-SOLVING CURRICULUM

​Our curriculum features hands on modules that focus on building the relevant skills and knowledge for effective problem solving. We cover a wide variety of areas including problem identification, assumption reduction, and solution development. ​

Unit 1: Bridge Challenge

Unit 5: Safe Landing

Unit 2: Moon Rover

Unit 6: Tensegrity

Unit 3: Car Crash

Unit 7: Cargo Transport

Unit 4: Lamenting Landlord

Unit 8: Kicking Machine

Problem Solving 101

Introduction to strategic problem solving. Introduce problem solving heuristic. Students will learn effective communication & conflict resolution.

Problem ID Strategies Part II

Overview of "What's the real problem?", Statement-Restatement Techniques, Duncker Diagrams and more.   

Troubleshooting Strategies

Troubleshooting process and heuristics using KT Analysis. SYL Problem ID Matrix.

Assumption Reduction

Determining all the assumptions​ both within the problem and within the solution. Performing assumption reduction.  ​ ​ ​ ​ ​​ ​

Solution Development

Convergent-Divergent thinking, vertical and lateral thinking, futuring, cross fertilization, TRIZ.​

Unintended Consequences

Solution in the intended operating environment and systems thinking strategies. ​

Problem ID Strategies Part I

Risk and Ethics

General guides for evaluating solutions. Learn to perform ethical evaluations (four virtues, ethics checklist, five P's). ​

Worldwide Online Olympiad Training starts this week!   Enroll soon before the deadline !

Need help finding a book? Have questions about particular items?

Recommendations

Curriculum map.

Below is the "map" of all of our textbooks. Click on any book title to learn more about it.

The top row of the map consists of our core curriculum , which parallels the standard prealgebra-to-calculus school curriculum, but in much greater depth both in mathematical content and in problem-solving skills. We recommend that students proceed through our core curriculum in left-to-right order, supplementing with non-core books as desired.

Still unsure? Please contact us for a specific recommendation.

Curriculum Recommendations

If you still don't know which book to choose after reading the recommendations below, then click here to receive a personalized recommendation from AoPS staff.

Elementary School

Our Beast Academy elementary school curriculum is currently available for students in grades 1 through 5.

Beast Academy 1A is the first part in a four-part series for students ages 6–8. Level 1A includes chapters on counting, shapes, and comparing.

Beast Academy 1B is the second part in a four-part series for students ages 6–8. Level 1B includes chapters on addition, subtraction, and categories.

Beast Academy 1C is the third part in a four-part series for students ages 6–8. Level 1C includes chapters on addition & subtraction, comparison, and patterns.

Beast Academy 1D is the fourth part in a four-part series for students ages 6–8. Level 1D includes chapters on big numbers, measurement, and problem solving.

Beast Academy Guide 2A and its companion Practice 2A are the first part in a four-part series for students ages 7–9. Level 2A includes chapters on place value, comparing numbers, and addition.

Beast Academy Guide 2B and its companion Practice 2B are the second part in a four-part series for students ages 7–9. Level 2B includes chapters on subtraction, expressions, and problem solving.

Beast Academy Guide 2C and its companion Practice 2C are the third part in a four-part series for students ages 7–9. Level 2C includes chapters on measurement, addition and subtraction strategies, and odds & evens.

Beast Academy Guide 2D and its companion Practice 2D are the fourth part in a four-part series for students ages 7–9. Level 2D includes chapters on big numbers, algorithms, and problem solving.

Beast Academy Guide 3A and its companion Practice 3A are the first part in a four-part series for students ages 8–10. Level 3A includes chapters on shape classification, skip-counting, and perimeter and area.

Beast Academy Guide 3B and its companion Practice 3B are the second part in a four-part series for students ages 8–10. Level 3B includes chapters on multiplication, perfect squares, and the distributive property.

Beast Academy Guide 3C and its companion Practice 3C are the third part in a four-part series for students ages 8–10. Level 3C includes chapters on variables, division, and units and measure.

Beast Academy Guide 3D and its companion Practice 3D are the fourth part in a four-part series for students ages 8–10. Level 3D includes chapters on fractions, estimation, and area.

Beast Academy Guide 4A and its companion Practice 4A are the first part in a four-part series for students ages 9–12. Level 4A includes chapters on shapes, multiplication, and exponents.

Beast Academy Guide 4B and its companion Practice 4B are the second part in a four-part series for students ages 9–12. Level 4B includes chapters on counting, division, and logic.

Beast Academy Guide 4C and its companion Practice 4C are the third part in a four-part series for students ages 9–12. Level 4C includes chapters on factors, fractions, and integers.

Beast Academy Guide 5A and its companion Practice 5A are the first part in a four-part series for students ages 10–13. Level 5A includes chapters on 3D solids, integers, and expressions & equations.

Beast Academy Guide 5B and its companion Practice 5B are the second part in a four-part series for students ages 10–13. Level 5B includes chapters on statistics, factors & multiples, and fractions.

Beast Academy Guide 5C and its companion Practice 5C are the third part in a four-part series for students ages 10–13. Level 5C includes chapters on sequences, ratios & rates, and decimals.

Beast Academy Guide 5D and its companion Practice 5D are the fourth part in a four-part series for students ages 10–13. Level 5D includes chapters on percents, square roots, and exponents.

Prealgebra and Algebra

Students who have completed an elementary school curriculum but have not taken a Prealgebra (or equivalent) course should start with Prealgebra . Students who have worked with square roots, basic variable expressions such as 2x + 3, and basic linear equations such as the equation 2x + 7 = 23, but who have not taken an Algebra 1 course or an equivalent, may be ready to move on to Introduction to Algebra .

Beyond Basic Algebra

Students who have completed a basic algebra course (such as a typical school Algebra 1 course) are ready for most of our Introduction series. Consider a break from algebra with Introduction to Counting & Probability and/or Introduction to Number Theory . Our Introduction to Algebra text goes well beyond the typical algebra curriculum, so you might consult the text's diagnostic post-test to see if your student might need to spend some time with Introduction to Algebra before continuing to Introduction to Geometry . Introduction to Geometry is the most challenging of the Introduction-level books.

Advanced High School Math

Students without discrete math experience might start with our Introduction to Counting & Probability text before moving on to our Intermediate series of books. Intermediate Algebra should be completed before Precalculus , which should precede Calculus . The Intermediate Counting & Probability book is appropriate at any point in the sequence after Intermediate Algebra .

A comprehensive textbook covering Algebra 2 and topics in Precalculus. This book is the follow-up to the acclaimed Introduction to Algebra textbook. In addition to offering standard Algebra 2 and Precalculus curriculum, the text includes advanced topics such as those problem solving strategies required for success on the AMC and AIME competitions. Related course: Intermediate Algebra

A comprehensive textbook covering precalculus topics. Specific topics covered include trigonometry, complex numbers, vectors, and matrices. Includes many problems from the AIME and USAMO competitions. Related course: Precalculus

A comprehensive textbook covering single-variable calculus. Specific topics covered include limits, continuity, derivatives, integrals, power series, plane curves, and differential equations. Related course: Calculus

Contest Preparation Recommendations

Elementary school contests.

Math Olympiads in the Elementary and Middle Schools spans grades 4-8, and offers a nice supplement to any elementary school curriculum. Creative Problem Solving in School Mathematics offers lessons and problems, while the other two books listed below offer problems and solutions from past contests.

Middle School Contests

The Art of Problem Solving Introduction series offers both a full math curriculum and problem solving training for middle school and beginning high school math contests. Over 1000 problems from major contests are included among the AoPS series of books. Our Art of Problem Solving Volume 1 and Competition Math for Middle School are designed specifically for contest preparation, and we also offer books published by MATHCOUNTS .

High School Contests

In addition to offering a full curriculum for middle school and early high school students, the Art of Problem Solving Introduction series provides training for early high school contests such as the AMC 10. Meanwhile, our Intermediate series delivers a full curriculum for high school students alongside training for more advanced contests, such as the AIME and the Harvard-MIT Tournament.

Our classic Art of Problem Solving Volume 1 and Volume 2 have helped prepare students for major high school contests for over 20 years. We also offer books published by the Mathematical Association of America , which administers the AMC, and the Mandelbrot Competition .

High School Olympiads

National high school olympiads target the most experienced high school students in their respective countries. For example, the USA(J)MO in the United States is an invitational exam given to roughly 500 high scorers on preliminary contests. Our Intermediate series is useful for students just getting started with olympiads, and we offer several books from Titu Andreescu and the United Kingdom Mathematics Trust that target Olympiad students.

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• FOR PARENTS
• APPLICATION

The program consists of twenty Saturday morning classes, each two and a half hours long during the academic year, and additional time is allocated for special projects outside the classroom. Each twenty-week course has space for twenty-five to thirty students in grades 5 and 6 combined, grades 7 and 8 combined and grades 9 and 10 combined. For each section, a team of five expertly gifted educators collaborates to set forth the syllabus, pedagogy, design of challenging problems, activities, and assessment instruments.

Sample topics covered include:

Grades 5 and 6

Problem-solving, number theory, divisibility theorems, number patterns, geometry, probability, astronomy, density, mathematics in nature, forces in action, triangulation with scale drawings, and logic matrix puzzles.

Grades 7 and 8

Problem-solving strategies, number theory, geometry, geoboards, probability and statistics, geometric constructions to find the missing treasure, calculation of the speed of sound, drawing of an ocean-bottom profile, measurement and graphing of various types of balls, and construction of a multi-data graph.

Grades 9 and 10

Euclidean algorithm, number theory, theory of finite differences, taxicab geometry, Stewart's and other special theorems, Hero's formula, 9-point circle, mass-point geometry, permutations/combinations, binomial and multinomial theorems, graph theory basics, and applications such as the Four-Color problem and the Traveling Salesman problem.

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Mathematics proficiencies

Problem-solving, foundation to year 10, portfolio summary.

In F–2, students solve problems when they use mathematics to represent unfamiliar or meaningful situations.

In Years 3–6, students solve problems when they use mathematics to represent unfamiliar or meaningful situations and plan their approaches.

In Years 7–8, students formulate and solve problems when they use mathematics to represent unfamiliar or meaningful situations, plan their approaches, when they apply their existing strategies to seek solutions, and when they verify that their answers are reasonable.

In Years 9–10, students formulate and solve problems when they use mathematics to represent unfamiliar or meaningful situations, when they design investigations and plan their approaches, when they apply their existing strategies to seek solutions, and when they verify that their answers are reasonable. Students develop the ability to make choices, interpret, formulate, model and investigate problem situations, and communicate solutions effectively.

Work samples

Number and algebra: My thinkboard

Measurement and geometry: The combined area of spaces

Number and algebra: Fractions and decimals and percentages

Measurement and geometry: Dimensions of a 3D object

Measurement and geometry: Equal areas

Number and algebra: Archers in the plane

Statistics and probability: Baffling box plots

View the proficiencies across f–10, foundation – year 2.

Foundation  includes using materials to model authentic problems, sorting objects, using familiar counting sequences to solve unfamiliar problems and discussing the reasonableness of the answer.

Year 1  includes using materials to model authentic problems, giving and receiving directions to unfamiliar places, using familiar counting sequences to solve unfamiliar problems and discussing the reasonableness of the answer.

Year 2  includes formulating problems from authentic situations, making models and using number sentences that represent problem situations, and matching transformations with their original shape.

Year 3 – Year 6

Year 3   includes formulating and modelling authentic situations involving planning methods of data collection and representation, making models of three-dimensional objects and using number properties to continue number patterns.

Year 4   includes formulating, modelling and recording authentic situations involving operations, comparing large numbers with each other, comparing time durations and using properties of numbers to continue patterns.

Year 5   includes formulating and solving authentic problems using whole numbers and measurements and creating financial plans.

Year 6   includes formulating and solving authentic problems using fractions, decimals, percentages and measurements; interpreting secondary data displays; and finding the size of unknown angles.

Year 7 – Year 8

Year 7   includes formulating and solving authentic problems using numbers and measurements, working with transformations and identifying symmetry, calculating angles and interpreting sets of data collected through chance experiments.

Year 8   includes formulating and modelling practical situations involving ratios, profit and loss, areas and perimeters of common shapes and using two-way tables and Venn diagrams to calculate probabilities.

Year 9 – Year 10

Year 9   includes formulating and modelling practical situations involving surface areas and volumes of right prisms, applying ratio and scale factors to similar figures, solving problems involving right-angle trigonometry and collecting data from secondary sources to investigate an issue.

Year 10   includes calculating the surface area and volume of a diverse range of prisms to solve practical problems, finding unknown lengths and angles using applications of trigonometry, using algebraic and graphical techniques to find solutions to simultaneous equations and inequalities and investigating independence of events.

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